Unit 8: Visual Literacy

​Welcome to Let's Teach English. This series offers free online training for English language educators worldwide. Voice of America and the University of Oregon are partners on this project.    Summary This lesson teaches students to work with a timeline graphic to show events in time order. They base the timeline on the hopes and dreams they remember from different periods of their lives.  Creating timelines helps students develop visual literacy for academic charts and graphics. Then, they play a game called ‘Wheel of Futures.’ This lets students try out different future plans and possibilities and explain why or why not they may want to do these things.  The game format makes learning fun  and helps students  think about their plans from a new perspective. It may also help reduce stress or anxiety around talking about possible future options.   Teacher Preparation Video Transcript This episode shows a model of teaching using a timeline and talking about plans for the future. Click on the image below to download a pdf of the transcript. Women Teaching Women English Text Click on the image below to download a pdf of the student text and teacher manual. At the end of the ten-unit course, the whole book will be available for download.​ This file contains the teacher manual and the graphics shown in the video for the timeline and the wheel of futures. ​Women Teaching Women English Listening These audio files go with Unit 8 of Women Teaching Women English. Click on the "Direct Link" button to the right of the player to download them. Conversation: Prize Winner   Reading: Girls Ride to School on Bicycles   What Do You Think? Let us know what you think about this course. Email us or write your comment in the comments section below.   Poll

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'It Was a Dark and Stormy Night'

  During the Halloween season, one popular activity is to visit a haunted house. As a child, some of my earliest and most frightening memories happened in a haunted house at Halloween. So, let me take you inside a real haunted house. This short story also gives you vocabulary and idioms for describing something scary. We begin as many scary stories have: It is a dark and stormy night. You walk alone down a desolate street. The rain has been falling steadily all night and is only getting worse. You are soaked to the bone and need to get out of the rain. Then you see a house. “Thank heavens!” you say out loud. But at second glance, your relief is chilled by the look of the place. It's dark. Only a lone street lamp casts a dim, yellow light on the sad features of the house. It looks as if no one has lived here for many years. The windows are broken. An old, ripped curtain blows from a third-story window. Now, you remember where you are.This house is from your childhood. Neighborhood kids talked of ghosts, from a family long dead, walking through the house at night.   The front yard is tangled with overgrown weeds and vines. A pathway lined with broken stones leads to an old house. You follow it. As you walk down the sidewalk, tree branches seem to lean into your path. They grab at your hair and clothes. Spider webs stretched across the branches get caught in your eyes and mouth. As you wipe them away, you hear something behind you. What is it?! You turn around. Nothing. It was probably just a cat, you tell yourself. Although, you don’t believe it. Just as you step onto the sagging front porch, the door creaks open. Suddenly, two bony hands push you inside. The door slams shut! From the shadows, things start to come toward you! You can't see anything, but you can hear them coming closer. You run, but running only takes you farther into the nightmare. Your heart beats wildly. Hoping to hide, you open a door, but a skeleton falls into your face. Screaming, you fight with the bones as they entangle your arms and legs! Finally, you break free and run for your life down a hallway. For a moment, you think you're safe. Then a deathly white hand reaches out from under a table, grabbing at your ankles! You run faster, this time up a flight of stairs. But a half-human, half-bat creature hangs from the ceiling. It flies toward your neck with blood dripping from its razor-sharp teeth. As you try to escape, you trip down some stairs and fall into a cold, dark basement. From a small window you look outside and see a crazed man holding an axe. He's looking right at you, laughing. Fear takes over your whole body, as you run out of the house only to find ... ... a bowl of candy. If you're lucky, maybe a plate of cupcakes, too. You dig your hands into the candy bowl and fill your pockets with sweets. You deserve it. You made it out alive! That is exactly how I remember the first haunted house my parents took me to. To this day, the thought of it still sends shivers down my spine. And I still love being scared out of my wits! I’m Anna Matteo   Do you remember a time when you were scared out of your wits? Practice using the words and expressions you heard in this story by describing it in the Comments Section. Anna Matteo wrote and produced this story for VOA Learning English. Kelly Jean Kelly was the editor.  ______________________________________________________________ Words in This Story   haunt – v. to visit or inhabit as a ghost desolate – adj. lacking the people, plants, animals, etc., that make people feel welcome in a place soaked to the bone – idiomatic expression : to be extremely or completely wet, especially through the clothing glance – n. a quick look chill – v. to become cold weed – n. a plant that tends to grow where not wanted and to prevent the growth of more desirable plants usually by taking up space vine – n. a plant whose stem requires support and which climbs by tendrils or twining or creeps along the ground dim – adj. not bright or clear creak – v. to make a long, high sound : to make a sound like the sound made by an old door when it opens or closes shadow – n. a dark shape that appears on a surface when someone or something moves between the surface and a source of light nightmare – n. a frightening dream that usually awakens the sleeper : something (such as an experience, situation, or object) having the monstrous character of a nightmare or producing a feeling of anxiety or terror skeleton – n. the structure of bones that supports the body of a person or animal scream – n. a sudden sharp loud cry : v. to voice a sudden sharp loud cry entangle – v. to wrap or twist together run for your life – idiomatic expression : to run very fast because you are in danger razor-sharp – adj. very sharp sends shivers down my spine – idiomatic expression : to cause an intense feeling of fear, nervousness, exhilaration, or excitement in someone scared out of my wits – idiomatic expression : suggests one is frightened enough to lose one's mind

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John Kennedy: Young

  VOA Learning English presents America’s Presidents. Today we are talking about John Fitzgerald Kennedy. He was also known as Jack Kennedy, or by the letters JFK. When he took office in 1961, Kennedy was 43 years old. He was the youngest elected president in United States’ history. Kennedy was also the first Catholic to be elected U.S. president. Kennedy’s youth and religion raised questions in the minds of some Americans that Kennedy could lead the country. They wondered if he would always follow the policies of the Roman Catholic Church. But Kennedy became well-known as a statesman, and popular with people around the world. He was  intelligent, funny and good-looking. For many, Kennedy was a sign of new energy and hope. The public was shocked, then, when the president’s term was violently cut short. Early life John F. Kennedy was born in 1917 near Boston, Massachusetts. He was the second of nine children. Both his parents were Catholic, with ancestors from Ireland. Many years ago, Irish Catholics often faced discrimination in the United States. But the Kennedy family was also politically powerful and wealthy. As a result, young Jack Kennedy grew up in big, beautiful houses and received a top quality education. His family did not suffer during the Great Depression, as many Americans had. Instead, the Kennedy children swam, sailed boats and played sports. Jack also enjoyed reading books and following the news. His older brother Joe wanted to enter politics, but Jack said he might become a teacher or writer. When he was a college student at Harvard, Jack wrote a long paper about Britain in the years leading up to World War II. A version of it was published in 1940 as a book.  The war changed Jack’s thinking about his future plans. During World War II, both Jack and his older brother joined the U.S. Navy. In the Pacific, Jack became a hero. He won medals for leading some of his troops to safety after a Japanese warship struck a boat they were on. But Joe was killed. In 1944, his airplane exploded over Europe. When the war ended, Jack’s father urged him to follow his brother’s dream of succeeding in politics. Jack agreed, and he set his sights on becoming the country’s first Catholic president. Presidency Kennedy was nominated as the Democratic Party’s candidate, and he was elected in 1960. He easily defeated Vice President Richard Nixon, the Republican candidate, in the Electoral College. But Kennedy won only narrowly in the popular vote.     Though he was young, Kennedy brought experience to the job. In addition to being a naval officer, Kennedy had been a member of the U.S. House of Representatives as well as a senator from Massachusetts. He also published a Pulitzer Prize-winning book called “Profiles in Courage.” And he had become a husband and father. He married a wealthy, well-educated woman who had been working as a newspaper photographer. Her name was Jacqueline Bouvier, but she was sometimes called Jackie. She became pregnant five times, but only two of her children would survive: a daughter named Caroline, and a son, John F. Kennedy, Junior. The family of four moved into the White House in January 1961. On the day he was sworn-in, Kennedy gave a speech that many people still remember today. It celebrated the “new generation of Americans,” and promised to “pay any price” for liberty. Supporters of the new president loved his energy and sense of hope. In his most famous line, Kennedy said, “Ask not what your country can do for you – ask what you can do for your country.” Many young people remembered that line when they volunteered for a program Kennedy created in 1961: the Peace Corps. Other Americans remembered the line when they watched two Apollo 11 astronauts walk on the moon in 1969. Kennedy strongly supported the country’s space program. He promised that Americans would land on the moon by the end of the 1960s, and they did. Kennedy also supported efforts to improve civil rights across the U.S., although his administration moved slowly. Calls to end legalized racism were growing stronger during Kennedy’s time in office, particularly because of the leadership of Martin Luther King, Junior. In June of 1963, King spoke to hundreds of thousands of people at a civil rights protest called the March on Washington. He told the crowd that he dreamed “my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.” The March on Washington, among other events, showed the power of the civil rights movement. In late 1963, President Kennedy sent a civil rights bill to Congress and spoke to Americans about the injustice that remained in the country. The Peace Corps, the Space Race, and civil rights are all part of Kennedy’s legacy. Kennedy is also remembered for several troubling international events. In one, known as the Bay of Pigs, Americans supported Cuban refugees in an effort to oust the government of Fidel Castro. Not only did the refugees fail, but Kennedy’s government was found to be lying about their support of the effort. And Kennedy faced off with the leader of the Soviet Union, Nikita Khrushchev. In 1962, American leaders learned that the Soviets had hidden nuclear weapons in Cuba. The missiles would be able to reach the U.S. mainland easily. Kennedy ordered a blockade of Cuba. People around the world held their breath as they waited to see if the U.S. and the Soviet Union would launch a nuclear war. They did not. After several very tense weeks, Kennedy and Khrushchev reached an agreement that ended the crisis.   Kennedy went on to reach an agreement with the Soviet Union and Britain to limit nuclear weapons testing. He said the agreement was one of the presidential acts of which he was most satisfied. Historians still debate Kennedy’s actions, and what else might have happened during his presidency. They wonder especially what he would have done about the increasing conflict in Vietnam. But Kennedy did not live to finish his first term. Death By November 22, 1963, Kennedy had been president for just under three years. The next election was still a year away, but it was time to start campaigning again. So the president and his wife went to Dallas, Texas to connect with voters. They were riding in a car with other official vehicles that drove slowly through the center of the city. Jack, Jackie, and the Texas governor and his wife sat in a convertible – an automobile without protection over the seats. The president was waving at the crowd. Suddenly, several gunshots were fired. The president was struck twice. The governor was also hit and injured. Kennedy was hurried to a hospital, but doctors were unable to help him. News reporters announced his death to a stunned public. Hours later, Jackie Kennedy appeared next to the former vice president – now president – Lyndon Johnson. She still wore the clothes with her husband’s blood on them. The events remain intense in the minds of many Americans who were alive at the time. The images remain easily recognizable parts of American history. The pictures of Kennedy’s family at his funeral are especially memorable. In one, three-year-old John holds up his arm and salutes his father’s casket. Attention quickly turned to the gunman. It was reportedly a 24-year-old man named Lee Harvey Oswald. Shortly after the president and the governor were shot, Oswald shot a policeman who questioned him. Oswald was eventually detained. Officials planned to bring him to court for the death of the president and the policeman. But on the way from the police station to the jail, a local night-club owner shot and killed Oswald. As a result, the case never came to trial. Many Americans believe the reason for the attack has yet to be clarified. Legacy Historians have a mixed reaction to Kennedy’s years as a president, although their opinions are generally positive. His image with the public suffered some years after his death because of reports that he had romantic relationships with women other than Jackie throughout his marriage. In time, the public also learned about Kennedy’s health problems. He suffered from severe back pain and Addison’s disease. He often used strong medicine to help control the conditions. The health problems are at odds with Kennedy’s image of health and love of sports. Yet even with these new details, Kennedy is still one of the country’s best-remembered leaders. He was a charismatic man whose career influenced many other Americans to enter public service. Americans also remember his stylish, cultured wife. Jackie Kennedy compared the Kennedy years at the White House to Camelot, the legendary court of King Arthur. Their remains, along with those of two of their children, are buried at Arlington National Cemetery, across the Potomac River from Washington. They are honored there with an eternal flame – one designed so the fire will never go out. I’m Kelly Jean Kelly.   Kelly Jean Kelly wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Listening Quiz See how well you understand the story by taking this listening quiz. Play each video, then choose the best answer. ________________________________________________________________ Words in This Story   content - n.  the things that are in something legacy - n. something that happened in the past or that comes from someone in the past casket - n. coffin nightclub - n. a place that is open at night, has music, dancing, or a show, and usually serves alcoholic drinks and food positive - adj. showing or expressing support, approval, or agreement at odds - n. not agreeing with each other : in a state of disagreement charismatic - adj. having great charm or appeal : filled with charisma eternal - adj. having no beginning and no end in time : lasting forever flame - n. the hot, glowing gas that can be seen when a fire is burning  

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US Agency: Climate Change Costs Americans Billions of Dollars

An agency of the United States government says the effects of climate change cost American taxpayers billions of dollars each year. The U.S. Government Accountability Office, or GAO, investigates how the federal government spends tax money. In a new report, the GAO tries to estimate the amount of federal money spent on disasters related to climate change. The agency considered the possible economic effects of slowly rising temperatures in Earth’s atmosphere and risks to the government. It used information about possible weather conditions based on climate models. A study from the National Research Council notes how large numerical models have become an important tool for climate scientists. Computer programs turn information about the physical world, such as chemical and biological processes, into mathematical operations. The new GAO report looked at the financial costs of extreme weather events and wildfires in the United States. The report says these have cost the government more than $350 billion over the past 10 years. The costs are estimates for federal disaster assistance programs. They include the cost of flood and crop insurance payments. This money helps businesses, homeowners and farmers pay for damages caused by a natural disaster. The GAO warns that costs from storms, floods, wildfires and droughts are likely to rise in the years to come. The costs noted in the report do not include the cost of three major hurricanes and wildfires this year. They are based on earlier numbers from the federal Office of Management and Budget. Latest spending for hurricane-related aid Last week, the U.S. Senate approved $36.5 billion in disaster aid for the territory of Puerto Rico. The legislation also provides money for the federal flood insurance program. Congress approved $15.3 billion in disaster-related aid in September after Hurricane Harvey struck Texas and parts of the southeastern United States. That storm and two other hurricanes caused major flooding and wind damage in Texas, Florida and other states, and the island of Puerto Rico. The GAO report predicts that disaster-related costs will only grow in the future. It notes, “Climate change impacts are already costing the federal government money, and these costs will likely increase over time as the climate continues to change.” Computer models help make predictions Estimating the cost of disasters linked to climate change, however, is difficult. This is because severe weather happens all the time. The National Oceanic and Atmospheric Administration, or NOAA, keeps detailed information about Earth’s climate. It estimates that by the year 2100, the average temperature will be between 1.1 and 5.4 degrees Celsius higher than it is today. NOAA notes that sea levels are slowly rising. Scientists’ computer models predict a rise of between two tenths of a meter and two meters by the end of the century.  These estimates come from computer models. They are based on what scientists currently know about weather systems. The writers of the report admit there are many unanswered questions when creating climate models, and limited or incomplete information about areas that would be affected. They conclude that it is not possible to know the costs that can be directly attributed to climate change. The report gives widely varying cost estimates. Yet the researchers also write: “The impacts and costs of extreme events – such as floods, drought and other events – will increase in significance as what are considered rare events become more common and intense because of climate change.” The report provides examples of places thought to be at high-risk of damage from severe weather linked to climate change. They include increased damage to roads, bridges and other infrastructure in the American Southeast and also the New York City area. Deaths from higher than average heat could be more common in places like Florida, Texas and New Mexico. And water supplies in California could be lower than average. The report noted that climate change may help some areas. It said warmer weather could help agriculture in some Northern states, and reduce deaths resulting from cold weather in places like Minnesota. Report calls for prioritizing risks What concerns the GAO the most, say researchers, is that the U.S. federal government has not effectively planned for costs that happen again and again. The report says the government needs to identify climate-related risks as “high-risk.” Senators Susan Collins of Maine and Maria Cantwell of Washington requested the report. Collins belongs to the Republican Party, like President Donald Trump, and Cantwell is a Democrat. With the report, the GAO made a suggestion. It said the office of the president and federal agencies should use information about climate change costs to identify risks. Once the risks are identified, it says a plan to identify and prioritize ways to reduce the risks should be developed. I’m Mario Ritter. The Associated Press reported this story. Mario Ritter adapted the report for VOA Learning English. George Grow was the editor. _______________________________________________________________ Quiz Now, test your understanding by taking this short quiz. _______________________________________________________________ Words in This Story   insurance – n. an agreement in which a person or company makes pays for some level of protection against financial losses resulting from a disaster, health problem or death drought – n. a severe lack of rain hurricane – n. an extremely large, powerful storm with strong winds conclude – v. to find that, to form an opinion attribute – v. to say that something exists because of some cause vary – v. to experience change; to differ from other members of a group prioritize – v. to place in order of importance We want to hear from you. Write to us in the Comments section, and visit our Facebook page.

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US Military Seeking Technology to Better Prepare for War

  In military training, the body and the mind are often pushed to the limit. Sometimes, it could be deadly. “We are killing more Marines and soldiers in training than in combat,” noted Warren Cook of the United States Marine Corps. “Why does this happen?” Very often, he said, the reason is being very tired. Cook was among military officers and scientists who spoke at the University of Southern California’s Global Body Computing Conference. The meeting took place in Los Angeles. Cook and others discussed the effect of using technologies such as body sensors to help new soldiers understand the limits of their bodies so they can train safely. Charlene Mello is a scientist with the U.S. Army’s Natick Soldier Research, Development and Engineering Center. She said that the army is testing products, many of which are commercially-made. One example is Fitbit, a wearable device that measures one’s activity levels and physical exercise. Researchers are developing virtual reality, augmented reality and mixed reality projects with possible military uses. One mixed reality project involves drone aircraft. The drone is extremely small -- about the size of a human hand. It can follow and capture a person’s movements so they can be studied under a training simulation. These aircraft are being tested at the University of Southern California’s Institute for Creative Technologies (USC ICT). Todd Richmond works at the institute. He believes that using videos of a soldier’s movements along with other biodata will change the way people train. He thinks all this information may even change the way people interact with the world. The institute, also known as USC ICT,  is also working on a virtual and augmented reality application, or computer program, called Monticello. Users of the app can interact with a virtual expert. Soldiers could send pictures of a dangerous area to a virtual expert, who could then guide them to a safer place, noted Adam Reilly, a research programmer. Another USC ICT project is called Bystander. It is a virtual reality program that helps people deal with situations to prevent sexual abuse and attacks. “The military is very interested in this area of research because they have programs already to try and stop sexual assaults,” said David Nelson. “It’s a big problem in the military.” Nelson is a project manager at USC’s Mixed Reality Lab and Creative Director of the Mixed Reality Studio. He said the experience of virtual reality – where a user can see something happening and try to stop it – is better than taking a computer class on sexual abuse. Officers and scientists at the conference agreed that technology can be used to keep military men and women mentally and physically healthy, which will make them better fighters. “If you train well, you will behave well in combat,” noted Jeffrey Hold of the U.S. Marine Corps. I'm Susan Shand.   Elizabeth Lee reported this story for VOANews.com. Susan Shand adapted her report for Learning English. George Grow was the editor. Write to us in the Comments Section or on our Facebook page. ________________________________________________________________ Words in This Story   sensor - n. a device that detects or senses heat, light, sound, motion and then reacts to it in a particular way commercially – adj. involved with or related to the buying and selling of goods and services virtual reality - n. an artificial world of images and sounds created by a computer that is affected by the actions of a person who is experiencing it augment - v. to add something to (something) in order to improve or complete it simulation - n. something that is made to look, feel, or behave like something else especially so that it can be studied or used to train people biodata - n. biographical information taken from questions about life and work experiences, as well as items involving opinions, values, beliefs, and attitudes

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Millions of Brazilians Fall Back into Poverty

  When Leticia Miranda had a job selling newspapers in Rio de Janeiro, she earned about $160 a month. That was just enough money to pay for a small apartment home in a poor neighborhood. Miranda lived there with her eight-year-old son. Today Brazil is facing its worst economic crisis in many years. Six months ago, Miranda lost her job. She and her son had no choice but to move to an unused building where several hundred people were already living. Everything she owns now fills a small room that has windows but no glass in them. People who live in the building wash themselves in large garbage cans filled with water. There is a bad smell coming from the growing mountains of uncollected garbage. Pigs search for food in the center of the building. Miranda says “I want to leave here, but there is nowhere to go. I’m applying for jobs and did two interviews. So far, nothing.” Between 2004 and 2014, tens of millions of Brazilians rose out of poverty. Brazil was noted as a successful example for other nations to follow. High prices for the country’s oil and other natural resources helped pay for social welfare programs that helped many poor people. But over the past two years, Brazil has fallen into the deepest recession in its history. The government has cut spending on social programs. Because of the recession, the country is no longer able to reduce the level of inequality that has existed since colonial times. Monica de Bolle follows the economic situation in Brazil for the Peterson Institute for International Economics in Washington, D.C. She notes that “many people who had risen out of poverty, and even those who had risen into the middle class, have fallen back.” The World Bank says that about 28.6 million Brazilians rose out of poverty between 2004 and 2014. But it estimates that from the beginning of 2016 to the end of 2017, 2.5 to 3.6 million Brazilians will have fallen back into poverty.  In July, the unemployment rate was almost 13 percent. At the end of 2004, it was 4 percent. De Bolle believes that estimate is low. She says it probably does not include the many formerly lower middle-class Brazilians who are again poor. Economists say high unemployment and reduced spending on social programs could worsen the country’s problems. Whenever any business announces it is expanding, many people offer to work for the company. When a university in Rio de Janeiro announced it had jobs this month for people with few skills, thousands waited in long lines to be considered for a position. The jobs pay just $400 a month. The policies of President Michel Temer are leading to cuts in social services. Among the programs affected is the Bolsa Familia -- the Family Allowance. It gives a small amount of money each month to people who earn very little. Experts say Bolsa Familia was the main reason so many Brazilians left poverty when the economy was strong. Emmanuel Skoufias is an economist at the World Bank. He helped write a report on Brazil’s “new poor.” He says social programs were responsible for almost 60 percent of the reduction in the number of people living in extreme poverty between 2004 and 2014. But now, as job losses are causing an increase in the number of people who need assistance from the program, fewer Brazilians qualify for it. Forty-year-old Simone Batista says “every day is a struggle to survive.” She told the Associated Press (AP) that her Bolsa Familia payments were ended after her now one-year-old child was born. She wants to appeal the decision, but does not have enough money for a bus ride to the office where such appeals are made. Batista lives in Jardim Gramacho, an area in northern Rio de Janeiro. She and hundreds of other poor people find food by searching through garbage left in the area. An AP investigation found that the amount of Bolsa Familia payments dropped four percentage points between May 2016 and May of 2017. Part of that may be the result of a government campaign against suspected corruption. Temer’s administration said it had found “irregularities” in the records of 1.1 million people who were receiving payments. That is about eight percent of the 14 million people who take part in the program. The AP reported that some families who had been receiving payments were earning more than $150 a month. That is the most people are permitted to earn and stay in the program. Skoufias noted that the program was about one half of one percent of Brazil’s gross domestic product. He said the government should add money to the program, not cut it. But experts say Congress, which approved a spending limit, will likely not agree to an increase in the program’s budget. A year after the 2016 Summer Olympics in Rio de Janeiro, the city has so little money that it is not paying its workers, or is paying them in small amounts over time. The budget for garbage collection, community policing and other programs has been cut sharply. For many who live in Rio’s hundreds of favelas, or slums, an already difficult life is getting harder. Maria de Pena Souza is 59 years old. She lives with her son in a small house in a slum in western Rio. They want to move because their home is on a hill where landslides have killed people. But her son has not been able to find work since he completed his military service a few years ago. “I would leave if there was a way, but there isn’t,” she said. Brazil’s economic problems have led to an increase in support for former President Luiz Inacio Lula da Silva. He was president from 2003 to 2010, when the economy was strong. When da Silva left office, more than 80 percent of those asked said they approved of his presidency. But his popularity dropped sharply after he and his party were investigated for suspected corruption. The former president is appealing a guilty finding and an almost 10-year sentence for corruption. He has more support than any other likely candidate in public opinion studies for next year’s presidential election. During campaign speeches, da Silva promises that if he is elected, the economy would improve and the government would once again care for poor people. At a recent gathering in Rio, the former president used the name most Brazilians use when they talk about him. He said, “Lula is not just Lula. It’s an idea represented by millions of men and women. Prepare yourselves because the working class will return to govern this country.” I’m Jonathan Evans. I'm Anna Mateo. Associated Press writer Peter Prengaman reported this story from Rio de Janeiro. Christopher Jones-Cruise adapted the AP report for VOA Learning English. George Grow was the editor. We want to hear from you. Write to us in the Comments Section, or visit our Facebook page. ________________________________________________________________ Words in This Story   garbage – n. often used to refer specifically to food waste that is being thrown out apply – v. to ask formally for something (such as a job, admission to a school, a loan, etc.) usually in writing interview – n. a formal meeting with someone who is being considered for a job or other position allowance – n. an amount of money that is given to someone regularly or for a specific purpose qualify – v. to have the right to do, have or be a part of something irregularity – n. something that is not usual or proper and that usually indicates dishonest behavior -- usually plural gross domestic product – n. the total value of the goods and services produced by the people of a nation during a year not including the value of income earned in foreign countries (abbreviation: GDP) slum – n. an area of a city where poor people live and the buildings are in bad condition  

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Old Nuclear Bunker Has One of the Largest Film, TV Collections

During the 20th century, the United States built many bunkers – underground shelters that could save people during a nuclear war or other crisis. Now, the U.S. government is using one of those shelters for a happier purpose: storing movies, television shows, and audio recordings for future generations. Bunker in Culpepper, Virginia The bunker was once under the control of America’s central bank, the Federal Reserve. It stored money and other materials in the case of a crisis. About 10 years ago, the Library of Congress began using the underground space, which is about 120 kilometers from Washington, D.C. Architects designed new rooms and buildings that workers added to the existing structure. The bunker is currently known as the Library of Congress' Packard Campus. The Packard Campus covers an area of about 38,000 square meters, with more than 140 kilometers of shelving for storing the many recordings. It has 35 climate controlled areas and 124 individual storage rooms for flammable films. The collection now has over six million movies, TV shows, and audio programs. Some of these films, such "The Great Train Robbery," are over 100 years old. Preserving films for future generations George Wileman has been working for the Library of Congress for over 30 years. Wileman says he has spent the past 10 years working in the underground film archives. "My greatest love has always been early films - silent films. And here I was working with one of the largest collections of early film in the world. And I was like: "Well, maybe this isn't just an accident. Maybe this is where I'm supposed to be." When films arrive at the Packard Campus, employees examine the recordings and make digital versions. Some movies are damaged because they have been in contact with heat and moist, sticky air. Wileman adds to the list of collected movies every day. He notes that the center even has some films you would not expect the government to save. Hollywood remains at the center of the international film industry, and a sign of American culture. Its protection is important work for the Library of Congress. I'm John Russell.   Karina Bafradzhian reported on this story for VOANews. John Russell adapted the report for Learning English. George Grow was the editor. We want to hear from you. Write to us in the Comments Section. _____________________________________________________________ Words in This Story   architect – n. someone who designs buildings and supervises building projects shelving – n. a structure or place where things are kept flammable – adj. capable of being set on fire and of burning quickly archive – n. a place where public records or historical objects are stored digital – adj. relating to an audio recording method in which sound waves are represented as numerical digits

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Lesson 8: The Best Barbecue

Summary Anna goes to a barbecue battle in Washington, D.C. She learns that there are secret ingredients in the sauces. And people are VERY loyal to their favorite kind of barbecue.   Conversation   Anna: Thanks for meeting me. Kelly: Sure. Anna: I’d like to get your advice on my latest project. Kelly: Of course. I heard you were sent to cover a big food festival that has all kinds of barbecue. So, how did it go? Anna: Well, things started out great! But then, well, maybe you should watch it yourself. Prof. Bot: Hi English learners! Your lesson today is about my favorite food -- barbecue! Your assignment is to find passive sentences. What are those, you might ask? In passive sentences the subject receives the action!  For example, “Anna was sent to cover a food festival.” Passive sentences have a form of the BE verb + the past participle of the main verb. This lesson is LOADED with passive sentences.  Hey! That’s a passive sentence, too! Okay, now, it’s Barbecue Time! Anna: Today, a Barbecue Battle is being held in Washington, D.C.  This festival, which is known as one of the biggest food festivals in the United States, brings together barbecue lovers from all over the country! Barbecue is meat that is cooked over an open fire or on a grill. Chicken, pork and beef are all common meats to grill on a barbecue! No matter which meat you like to barbecue, the sauce is very important. Sauces are taken very seriously by chefs.  Most ingredients are kept secret! So, can you tell us what is in your barbecue sauce? Chef 1: No, I can’t tell you. Anna: So, tell us, what is the secret ingredient in your barbecue sauce? Chef 2: (says nothing.) Anna: Sauces are made by the barbecue chefs themselves. Most sauces are made with a tomato sauce, vinegar, and spices. Prof. Bot: How many passive sentences did you find? Here is one I found: Today, a Barbecue Battle is being held on the National Mall in Washington, D.C. Now you try. Turn this sentence from passive to active. Barbecue is loved by Prof. Bot. Professor Bot loves Barbecue! Good job! And yes, I do. Anna: There are some areas of the U.S. that are known for their tasty barbecue. The states of Texas, North and South Carolina and the cities of Memphis and Kansas City are known as the Barbecue Belt. People who are loyal to barbecue are really loyal to their favorite barbecue. That is why this festival is called a battle! Let’s ask a couple of people which barbecue is best. Person 1: Texas, of course! Person 2: Carolina barbecue is the very best. Person 3: Kansas City! Person 4: Memphis style! Person 3: Kansas City! Person 5: Texas! Person 3: Kansas! Person 5: Texas! Person 3: Kansas! Person 5: Texas! Person 3: I say Kansas. Person 5: Texas! Person 3: She keeps saying Texas, I say Kansas. Anna: This is Anna Matteo reporting. Anna: Kelly, people feel so strongly about barbecue. Unbelievable! So, what do you think of my project? Kelly: This is what I think. There is no way that Texas has the best barbecue. I am from Kansas City and we have THE best barbecue in the whole country. My mother and father owned a barbecue restaurant, which was really famous! So, I know barbecue! Anna, I know barbecue! I know barbecue! I know barbecue! Prof Bot: Oh my. Kelly knows a lot about barbecue! And you know more about passive sentences! Be sure you go to the website to learn even more! Ah! Now, if you excuse me .. I'm hungry   New Words barbecue - n. a flat metal frame that is used to cook food over hot coals or an open fire barbecue - v. to cook (food) on a barbecue or to broil or roast (meat, fish, etc.) over hot coals or an open fire battle - n. a fight between people or groups in which each side tries to win a contest (such as a game or an election)  brown sugar - n. a type of sugar that is brown because it contains a dark syrup (called molasses) chef - n. a professional cook who usually is in charge of a kitchen in a restaurant grill - n. a metal frame that is used to cook food over hot coals or an open fire - v. to cook (food) on a metal frame over fire loyal - adj. having or showing complete and constant support for someone or something molasses - n. a thick, brown, sweet liquid that is made from raw sugar sauce - n. a thick liquid that is eaten with or on food to add flavor to i spice - n. a substance (such as pepper or nutmeg) that is used in cooking to add flavor to food and that comes from a dried plant and is usually a powder or seed spicy - adj. of food. flavored with or containing strong spices and especially ones that cause a burning feeling in your mouth sweet - adj. containing a lot of sugar tasty - adj. having a good flavor tomato - n. a round, soft, red fruit that is eaten raw or cooked and that is often used in salads, sandwiches, sauces vinegar - n. a sour liquid that is used to flavor or preserve foods or to clean things   Learning Strategy The learning strategy for this lesson is Ask Questions. One of the best ways to learn is to ask many questions. In this lesson, Anna asks the barbecue chefs questions like, "Where does the best barbecue come from?" and "What is the secret ingredient in your sauce?" She gets many opinions on the best barbecue, but she never learns about the secret ingredient in the sauce. How about you? How often do you ask questions as you study English? When you are learning English, do you ask teachers, friends or classmates to help you by sharing their knowledge? Write to us in the Comments section or send us an email.    Listening Quiz See how well you understand this lesson by taking a listening quiz. Play each short video, then choose the best answer. Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. For Teachers Send us an email if you have comments on this course or questions. Grammar focus:  Passive Voice Topics: Asking for and Giving Reasons​; U.S. Culture & Cuisine​ Learning Strategy: Ask Questions   Comments Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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Lesson 8: Are You Busy?

Summary Anna wants to apologize to her co-workers. She learns what they do at the same time every day.   Speaking In this video, learn to say the new words. Learn to talk about three times of the day. You can also download the Activity Sheet and practice with a friend. Pronunciation ​In this video, you ​learn how Americans make hesitation noises, like um, to give themselves more time to think of an answer. You can also learn how to use emphasis when you apologize and accept an apology. Conversation Anna: Hello, everyone. Here I am at my new job! Yesterday at my first day of work … Well, let’s not talk about yesterday. Today is a new day! Today I want to apologize to my co-workers. Anna: Hi, Anne. Are you busy? Anne: Hi, Anna. Yes. At 10 a.m. I am writing. Every day I do my morning show. Sorry! Anna: Okay. See you later, maybe. Anne: Maybe I’ll see you later. Anna: Hi, Jonathan. Are you busy? Jonathan: Yes, I’m busy. When the studio light is on, I am recording my evening show. Anna: Right. Sorry about yesterday. Jonathan: No worries. Anna: May I see the studio? Jonathan: Um, maybe another time? Right now I am busy. Anna: Sure. Okay, ’bye. Jonathan: ‘Bye. Anna: Hi, Amelia! Are you busy? Amelia: I’m a little busy. Anna: I want to say I’m sorry for yesterday. Amelia: It’s okay, Anna. Anna: Well, I am sorry. Amelia: It’s okay, Anna. Come by this afternoon. Anna: Okay. Caty: Anna. Anna: Yes, Ms. Weaver. Caty: Are you busy? Anna: Yes, Ms. Weaver. I am busy.  Caty: My office. 5:00 p.m. Anna: 5:00 p.m. Caty: Come in. Co-Workers: Surprise! Anna: A party! Awesome! And I still have my job! Phew!* Until next time! * Phew! is a sound used to show that you are relieved, tired, or hot   Writing What do you do every morning? You can see some examples in the Activity Sheet. Click on the image to download it, and practice talking with a friend about when you are busy. Write to us in the Comments section. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Use What You Know. We have knowledge about the world we use when learning a new language or a new skill. Here is an example. In this lesson's video, Anna learns that her co-workers do things at the same time each day. She understands this idea because she also has to do work at the same time every day. She uses what she knows and remembers not to bother her co-workers at the times they are busy.  How do you use what you know in studying English? Write to us in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Listening Quiz Test your understanding by taking this listening quiz. Play the video, then choose the best answer. ​ New Words afternoon - n. the middle part of the day : the part of the day between noon and evening apologize - v. to express regret for doing or saying something wrong : to give or make an apology evening - n. the last part of the day and early part of the night job - n. the work that a person does regularly in order to earn money later - adj. happening near the end of a process, activity, series, life, etc. light - n. a source of light (such as an electric lamp) maybe - adv. possibly but not certainly morning - n. the early part of the day : the time of day from sunrise until noon now - adv. at the present time studio - n. the building or room where an artist works surprise - n. an unexpected event, piece of information, etc. yesterday - n. the day before today ______________________________________________________________ Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice a conversation about activities. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: BE - Short answers; simple present tense to describe routine activities Topics: Times of day: morning, evening, afternoon​ Speaking & Pronunciation Focus: Times of day; regular activities; hesitation noise "um;" apologizing with stress or intonation ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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Everyday Grammar: Because of & Due to

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America's Presidents - John F. Kennedy

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